This article introduces the concept of democratic supervision, a macro-approach of in-service supervision of instruction for helping teachers and supervisors work together to select an appropriate strategy for professional development. A case study from the International Trade Institute graduate school in Taiwan is presented that examines the application of this concept to improve an English-as-a-Foreign-Language (EFL) teacher's instruction technique. Democratic Supervision uses five principles. In the first, the supervisor serves as a resource for the teacher. In the second, negotiation between supervisor and teacher are stressed. The third principle states that supervisor and teacher should negotiate to select a specific supervisory approach and in-service instruction, while the fourth principle calls for the application of Clinical Supervision's eight-stage supervisory cycle. Finally, the fifth principle is that Democratic Supervision encourages professional growth toward more teacher self-reliance. The paper concludes by discussing implications of this study for supervisory theory, practice, and research. (Contains 31 references.) (Author/NAV)